Analysis of Tactical, Decisional and Executional Behaviour according to the Level of Expertise in Squash.

The objective of this study was to analyse the differences in tactical principles, decision-making and execution of the return shot and drop shot of squash players at different levels of proficiency. The sample was composed of 80 players, divided into four levels of expertise (first national category, second national category, autonomous regional level and provincial level). The Squash Performance Evaluation Tool was used for recording the level of decision-making and execution. The results revealed that reading of the context of the game improved as the level of the player's expertise of both the return shot and the drop shot increased. The correlation between correct decision-making and better quality execution for both the return shot and the drop shot in squash also improved with the player's level of expertise. According to these results, improvements in situational tactical principles and the application of tactical principles, correct decision-making and high-quality execution are essential to develop the athletic performance level among squash players.

Developing Talented Soccer Players: An Analysis of Socio-Spatial Factors as Possible Key Constraints.

Most studies on the identification and development of soccer talent have been one-dimensional in nature. Although some multi-dimensional analyses have been conducted, few research studies have assessed in any depth the socio-spatial factors influencing talent development. The aim of this particular study was to analyse variations in the international representation of clubs (n = 821) and countries (n = 59) in the development of players who took part in the 2014 FIFA Soccer World Cup. Clubs and countries were ranked and divided into quartiles according to the number of players developed between the ages of 15 and 21 (clubs and countries that developed players for at least three years between these ages) and the number of official league matches played by these players up to the age of 23. Significant variations were observed between clubs in terms of the number of developed players who took part in the World Cup and the number of official league matches played by these players up to the age of 23 (p < .05), and also between countries (p < .05). The findings reveal the need to carry out more in-depth studies into the type of training and competition engaged in by elite players in the period of development between the ages of 15 and 21. It may be the case that these factors are potentially decisive socio-spatial constraints in the development of soccer talent.

El Modelo de Educación Deportiva en España: una revisión del estado de la cuestión y prospectiva / O modelo de educação desportiva em Espanha: revisão do estado-da-arte e prospectiva / The Sport Education Model in Spain: a review of state of the art and outlook

En la actualidad, han sido varias las aplicaciones del Modelo de Educación Deportiva (MED) en el sistema educativo español. Sin embargo, las investigaciones con este innovador modelo de enseñanza son escasas. El objetivo de este trabajo es conocer el progreso y la evolución del MED en España desde el 2010 hasta 2014, así como el impacto que ha tenido en los estudiantes y docentes que lo han llevado a cabo. En este trabajo se han registrado 12 estudios realizados en distintas modalidades deportivas, con diferentes metodologías, duración, dimensiones de aprendizaje y niveles educativos. Se ha realizado una búsqueda sistemática de la literatura en EBSCO HOST, Dialnet, SPORTDiscus y Google Scholar, con las palabras clave: 'Sport Education', 'Educación Deportiva', 'Modelo de Educación Deportiva', 'Modelo de Educación', 'Modelo de Enseñanza' y 'Modelo'. Los hallazgos demuestran las posibilidades del MED en relación al fomento de competencias básicas, motivación, participación, implicación del género femenino en los deportes o la inclusión de alumnos no integrados. No obstante, el estado de la investigación en torno al MED indica la necesidad de desarrollar adecuadamente aspectos claves para una aplicación eficaz del modelo, entre otros la formación previa y organización de los docentes o el reparto de roles-funciones de los alumnos. Tras la revisión efectuada, se puede concluir que el MED puede educar a los estudiantes para que logren ser más cultos, competentes, entusiastas y que adopten un estilo de vida activo. Esto se debe a que con el MED los alumnos pueden mejorar sus conocimientos y experimentar el/los deporte/s de forma autónoma, divertida y responsable, aprendiendo valores sociales positivos de forma simultánea (AU)

Atualmente, existem varias aplicações do Modelo de Educação Esportiva (MEE) no sistema educacional espanhol. Entretanto, as investigações com este modelo inovador de ensino são escassas. O objetivo desde trabalho é conhecer o progresso e a evolução do MEE na Espanha de 2010 a 2014, assim como seu impacto sobre os estudantes e professores que o têm utilizado. Neste trabalho foram registrados 12 estudos nas diferentes modalidades esportivas, com diferentes metodologias, duração, dimensões de aprendizagem e níveis educacionais. Realizou-se uma pesquisa sistemática na literatura nas bases de dados EBSCO HOST, Dialnet, SPORTDiscus e Google Académico, com as palavras-chave: 'Sport Education', 'Educa-ção desportiva', 'Modelo de Educação Desportiva', 'Modelo de Educação', 'Modelo de Ensino' e 'Modelo'. Os achados demonstram as possibilidades do MEE em relação ao desenvolvimento de competências básicas, motivação, participação, implicação do gênero feminino nos esportes ou a inclusão de alunos não integrados. No entanto, o estado da investigação em torno do MEE indica a necessidade de desenvolver adequadamente aspectos chave para uma aplicação eficaz do modelo, incluindo a formação prévia e organização dos professores ou a divisão das funções dos alunos. Após a revisão feita, pode-se concluir que o MEE pode educar os estudantes para que se tornem mais cultos, competentes, entusiastas e adotem um estilo de vida ativo. Isto se deve ao fato de que com o MEE os alunos podem melhorar seus conhecimentos e experimentar o(s) esporte(s) de forma autônoma, divertida, responsável, aprendendo valores sociais e positivos de forma simultânea (AU)

At present, there have been several applications of the Sport Education Model (SEM) in the Spanish Educational System. However, researching activity is lacking within this innovative teaching model. The aim of this study is to determine not only SEM progress and evolution in Spain from 2010 to 2014, but also the impact that has had on students and teachers who have undertaken it. In this work, 12 studies in different sports with different methodologies, duration, dimensions of learning and education levels have been registered. A systematic literature search was conducted using four databases, namely EBSCO HOST, Dialnet, SPORTDiscus and Google Scholar. This search was conducted using five keywords, 'Sport Education', 'Sport Education Model', 'Education Model', 'Teaching Model' and 'Model'. The results proved SEM possibilities with regards to the basic skills promotion, motivation, active participation, female gender´s involvement in sports or the non-integrated students´ inclusion. However, SEM researching situation indicates the need to properly develop the key aspects for the model effective implementation, including previous training and teachers´ organization or students´ role-sharing functions. After this review, it can be stated that SEM can educate students so that these could be better trained, competent, enthusiastic by means of adopting an active lifestyle. Moreover, thanks to SEM, students can improve their sport/s knowledge and experience in an autonomous, fun and responsible way, learning positive social values simultaneously (AU)

Relative Age Effect in UEFA Championship Soccer Players.

Relative Age Effect (RAE) is the breakdown by both age grouping and dates of birth of athletes. In the past 20 years the existence of this effect has been shown with higher or smaller impact in multiple sports, including soccer. The purpose of this study was to identify the existence of RAE in European soccer players. The sample included 841 elite soccer players who were participants in the UEFA European Soccer Championship in different categories. The professional category (n = 368), U-19 (n = 144) and U-17 (n = 145) were in 2012, and U-21 was in 2011 (n = 184). The Kolmogorov-Smirnov test and the Levene test recommended the use of nonparametric statistics. The results obtained by the square test ( the Kruskal-Wallis test and Cohen's effect sizes revealed the existence of RAE (χ(2) = 17.829, p < 0.001; d = 0.30), with the size of their different effects depending on their category or qualifying round achieved by the national team and the existence of significance in the observed differences by category. Therefore, we could continue examining RAE which is present in elite soccer, and could be considered a factor that influences performance of the national teams tested. RAE was not evident in the professional teams analysed, however it was present in the three lower categories analysed (youth categories), with its influence being greater on younger age categories (U-17).